大学化学 >> 2026, Vol. 41 >> Issue (10): 403-412.doi: 10.12461/PKU.DXHX202510052

师生笔谈 上一篇    

高水平科研案例驱动的研究生波谱分析教学改革与实践

樊良鑫1, 潘振良1, 杨国玉1, 吴悲鸿2, 郑昕1, 徐翠莲1   

  1. 1 河南农业大学理学院, 河南 郑州 450002;
    2 濮阳惠成电子材料股份有限公司, 河南 濮阳 457000
  • 收稿日期:2025-10-15 录用日期:2025-12-18 发布日期:2026-10-13
  • 通讯作者: 徐翠莲 E-mail:xucuilian666@126.com Cuilian Xu
  • 基金资助:
    2024年河南省研究生教育改革与质量提升工程项目“精品教学案例项目—农化产品高效利用和管理”(YJS2024AL060)；2025年河南省研究生教育改革与质量提升工程项目(课程项目) (YJS2025KC21)；2025年河南农业大学研究生教育教学改革研究与实践项目(2025YJSJGSJ024)；2025年河南农业大学本科教育教学改革研究与实践项目(2025XJGLX155)；2024年度河南省高等教育教学改革研究与实践项目(2024SJGLX0277)；2024年河南农业大学本科教育教学改革研究与实践项目(2024XJJGLX158)

Teaching Reform and Practice of Graduate Spectroscopic Analysis Driven by High-Level Research Cases

Liangxin Fan1, Zhenliang Pan1, Guoyu Yang1, Beihong Wu2, Xin Zheng1, Cuilian Xu1   

  1. 1 College of Science, Henan Agricultural University, Zhengzhou 450002, Henan Province, China;
    2 Puyang Huicheng Electronic Materials Co., Ltd, Puyang 457000, Henan Province, China
  • Received:2025-10-15 Accepted:2025-12-18 Published:2026-10-13
  • Contact: Cuilian Xu E-mail:xucuilian666@126.com

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摘要： 波谱分析是研究生化学教育中的核心技能，但传统以“四大谱分立讲授”为主的教学模式，难以满足培养创新型科研人才的需要。本文基于案例教学法(CBL)，引入课题组已发表的真实科研成果，将核磁共振(1H NMR、13C NMR)、红外光谱(IR)、高分辨质谱(HRMS)及X射线单晶衍射等多种表征方法有机结合，构建了科研案例驱动型教学模式。在教学过程中，学生通过对多产物体系的波谱解析，逐步完成结构假设、验证与修正，并最终依靠单晶衍射确认目标产物结构。该模式有效弥补了传统教学中“知易行难”的不足，使学生在真实科研语境下掌握谱图解析的方法与思维，提升跨学科整合能力和科研素养。实践表明，案例驱动型教学不仅有助于培养学生解决复杂问题的能力，也为研究生创新能力和独立科研意识的培养提供了新路径。

关键词: 波谱分析, 案例教学, 研究生教育, 结构解析, 科研能力培养

Abstract: Spectroscopic analysis constitutes a fundamental competency in graduate chemical education. However, the conventional teaching model focusing on “four separate spectroscopic techniques” proves inadequate for cultivating innovative researchers. This study implemented a case-based learning (CBL) approach by incorporating authentic published research findings from our research group as instructional materials. The teaching methodology systematically integrated multiple characterization techniques, including nuclear magnetic resonance (1H NMR, 13C NMR), infrared spectroscopy (IR), high-resolution mass spectrometry (HRMS), and single-crystal X-ray diffraction. Within this framework, students engaged in structural elucidation of multi-product systems through progressive hypothesis formulation, verification, refinement, and ultimate confirmation via single-crystal diffraction analysis. This research-driven pedagogical model effectively addresses the limitations of traditional “theory-practice disconnect” in spectroscopic education, enabling students to master spectral interpretation methodologies and develop scientific reasoning within authentic research contexts. The approach demonstrates significant enhancement in students’ interdisciplinary integration capabilities and research literacy. Empirical results indicate that case-driven instruction not only strengthens problem-solving skills for complex analytical challenges but also provides an effective pathway for cultivating innovation capacity and independent research consciousness in graduate education.

Key words: Spectral analysis, Case-based learning, Graduate education, Structure elucidation, Research competence cultivation